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Not supported with pagination yet | Which text uses the word factoid in its traditional sense? | [
"As a geneticist, Suzie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.",
"As a geneticist, Suzie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues."
] | 00
| closed choice | grade10 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The second text uses factoid in its traditional sense: something made up presented as a true fact.
As a geneticist, Suzie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.
The first text uses factoid in its nontraditional sense: a trivial but true fact.
As a geneticist, Suzie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.
Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard. |
|
Not supported with pagination yet | Which figure of speech is used in this text?
Derek remarked that the new book on anti-gravity was impossible to put down. | [
"pun",
"allusion"
] | 00
| closed choice | grade8 | language science | figurative-language | Literary devices | Classify figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses a pun, a word or phrase that humorously suggests more than one meaning.
Impossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down. |
|
Not supported with pagination yet | Which figure of speech is used in this text?
The old wooden rocking chair that Norma brought home from the rummage sale was as comfortable as a bed of nails. | [
"verbal irony",
"pun"
] | 00
| closed choice | grade9 | language science | figurative-language | Literary devices | Classify figures of speech: review | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses verbal irony, which involves saying one thing but implying something very different.
As comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable. |
|
Not supported with pagination yet | What kind of sentence is this?
The likelihood of two people having the same set of fingerprints is incredibly low. | [
"declarative",
"exclamatory",
"interrogative"
] | 00
| closed choice | grade9 | language science | punctuation | Sentences, fragments, and run-ons | Is the sentence declarative, interrogative, imperative, or exclamatory? | There are four kinds of sentences.
A declarative sentence is a statement and always ends with a period.
The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
For this assignment, use references to support your claims.
Don't drive so quickly in the construction zone!
An interrogative sentence asks a question and always ends with a question mark.
Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
I can't wait to travel through Europe this summer! | The sentence is a statement and ends with a period. It is a declarative sentence. |
|
Which solution has a higher concentration of green particles? | [
"Solution B",
"neither; their concentrations are the same",
"Solution A"
] | 11
| The diagram below is a model of two solutions. Each green ball represents one particle of solute. | closed choice | grade6 | natural science | chemistry | Solutions | Compare concentrations of solutions | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A and Solution B have the same number of green particles per milliliter. So, their concentrations are the same. |
|
Which is this organism's scientific name? | [
"comet moth",
"Argema mittrei"
] | 11
| This organism is a comet moth. It is also called Argema mittrei. | closed choice | grade7 | natural science | biology | Classification and scientific names | Identify common and scientific names | An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. | Argema mittrei is written in italics. The first word is capitalized, and the second word is not.
So, Argema mittrei is the scientific name. |
|
Not supported with pagination yet | Which closing is correct for a letter? | [
"See you soon,\nJanet",
"See You Soon,\nJanet"
] | 00
| closed choice | grade2 | language science | capitalization | Capitalization | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The first closing is correct:
Its first word is capitalized, and it ends with a comma. |
|
Which property do these three objects have in common? | [
"smooth",
"stretchy",
"fuzzy"
] | 00
| Select the best answer. | closed choice | grade3 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. | Look at each object.
For each object, decide if it has that property.
A fuzzy object is covered in soft hair. None of the objects are fuzzy.
A smooth object is not scratchy or rough. All three objects are smooth.
A stretchy object gets longer when you pull on it. None of the objects are stretchy.
The property that all three objects have in common is smooth. |
|
Which continent is highlighted? | [
"North America",
"Africa",
"Asia"
] | 22
| closed choice | grade2 | social science | geography | Geography | Identify oceans and continents | A continent is one of the seven largest areas of land on earth. | This continent is Asia. |
||
Which of these states is farthest north? | [
"Florida",
"Illinois",
"Ohio",
"New Hampshire"
] | 33
| closed choice | grade4 | social science | geography | Maps | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New Hampshire is farthest north. |
||
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is smaller in Pair 1.",
"The magnitude of the magnetic force is the same in both pairs."
] | 22
| The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | closed choice | grade6 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. | The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs. |
|
Not supported with pagination yet | How long does it take to go for a walk with a dog? | [
"13 seconds",
"13 minutes"
] | 11
| Select the better estimate. | closed choice | grade3 | natural science | units-and-measurement | Units and measurement | Choose units of time | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | The better estimate for how long it takes to go for a walk with a dog is 13 minutes.
13 seconds is too fast. |
Not supported with pagination yet | What information supports the conclusion that Edwin acquired this trait? | [
"Edwin learned to identify insects by reading many books about insects.",
"Edwin likes to look at butterflies and beetles."
] | 00
| Read the description of a trait.
Edwin is good at identifying insects. | closed choice | grade5 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Not supported with pagination yet | Which drop of honey has a higher temperature? | [
"the drop of honey with less thermal energy",
"the drop of honey with more thermal energy"
] | 11
| Two drops of honey are identical except for their thermal energies. | closed choice | grade6 | natural science | physics | Thermal energy | How are temperature and mass related to thermal energy? | Matter is made of tiny particles called atoms. Atoms are always moving.
The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | The two drops of honey are made of the same material and have the same mass. So, the drop of honey with more thermal energy has a higher temperature. |
Which animal's legs are also adapted for wading? | [
"kookaburra",
"Eurasian spoonbill"
] | 11
| Flamingos live near marshes, rivers, and oceans. They eat small crustaceans that live in shallow water. Flamingos get their food by walking through water, or wading.
The 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.
Figure: flamingo. | closed choice | grade5 | natural science | biology | Adaptations | Animal adaptations: feet and limbs | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
Arms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. | Look at the picture of the flamingo.
Long legs help the flamingo keep its body above the surface of the water while wading. Thin legs are easier to move through the water.
Now look at each animal. Figure out which animal has a similar adaptation.
The Eurasian spoonbill has long, thin legs. Its legs are adapted for wading.
The kookaburra has short legs. Its legs are not adapted for wading. The kookaburra uses its legs to walk and perch. |
|
Not supported with pagination yet | Does this passage describe the weather or the climate?
There are usually more days with low air pressure than high air pressure where Martha lives. | [
"weather",
"climate"
] | 11
| closed choice | grade5 | natural science | earth-science | Weather and climate | What's the difference between weather and climate? | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the text carefully.
There are usually more days with low air pressure than high air pressure where Martha lives.
Air pressure is caused by the weight of the air in the atmosphere. When the air pressure is low, the sky is usually cloudy. When the air pressure is high, the sky is usually clear.
This passage tells you about the usual pattern of air pressure where Martha lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. |
|
Which rock is more likely to form from sediment deposited in a desert? | [
"Sandstone forms from layers of sand.",
"Shale forms from layers of mud."
] | 00
| This picture shows a desert in Asia. A desert is an environment that does not get much rain or snow. | closed choice | grade4 | natural science | earth-science | Rocks and minerals | How do sedimentary rocks form? | Material that is carried by wind, water, or ice is called sediment. Sand and mud are examples of sediment. Sediment may be deposited, or laid down, in places such as deserts and the ocean floor.
Over time, sediment can be pressed together to form sedimentary rock. You can observe a sedimentary rock to learn about the environment in which the sediment was deposited.
Each type of sediment forms a different sedimentary rock. Here are some examples of sedimentary rocks:
Sandstone forms from sand. Sand is usually deposited by wind in deserts and by water on beaches.
Shale and mudstone form from mud. Mud is often deposited at the bottom of oceans and deep lakes.
Limestone forms from sediment made mostly of the shells of marine organisms. This type of sediment is often deposited in the ocean near coral reefs.
Conglomerate forms from sediment of many different sizes, such as mud, sand, pebbles, and boulders. This type of sediment is usually carried by glaciers and fast-flowing rivers. The sediment can be deposited when a glacier melts or a river starts moving more slowly. | Sandstone is likely to form from sediment deposited in a desert.
Shale forms from layers of mud. Mud is usually deposited by water. Since deserts are dry environments, mud is rarely found in deserts. |
|
Not supported with pagination yet | Which word does not rhyme? | [
"wife",
"swim",
"life"
] | 11
| closed choice | grade1 | language science | phonological-awareness | Rhyming | Which word does not rhyme? | Rhyming words are words that end with the same sound.
The words tip and slip rhyme. They both end with the ip sound.
The words lake and make rhyme. They both end with the ake sound.
The words tip and lake don't rhyme. They end with different sounds. | The words wife and life rhyme. They both end with the ife sound.
The word swim does not rhyme. It ends with a different sound. |
|
Not supported with pagination yet | Based on this information, what is Hari's phenotype for the coat pattern trait? | [
"a black coat",
"a spotted coat"
] | 11
| In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a spotted coat (a) is recessive to the allele for a black coat (A).
Hari is a jaguar from this group. Hari has the homozygous genotype aa for the coat pattern gene. | closed choice | grade7 | natural science | biology | Genes to traits | Genetics vocabulary: dominant and recessive | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Hari's genotype for the coat pattern gene is aa. Hari's genotype of aa has only a alleles. The a allele is for a spotted coat. So, Hari's phenotype for the coat pattern trait must be a spotted coat.
To check this answer, consider whether Hari's alleles are dominant or recessive. The allele for a spotted coat (a) is recessive to the allele for a black coat (A). This means A is a dominant allele, and a is a recessive allele.
Hari's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Hari's phenotype for the coat pattern trait must be a spotted coat. |
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Whitney told her friends that Alvin was a typical Peter Pan type. | [
"literature",
"Greek mythology"
] | 00
| closed choice | grade9 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | The source of the allusion Peter Pan is literature.
In a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.
The allusion Peter Pan means a person who won't take on adult responsibilities. |
|
Not supported with pagination yet | Which object has more thermal energy? | [
"a 200-gram mug of cocoa at a temperature of 155°F",
"a 200-gram mug of cocoa at a temperature of 115°F"
] | 00
| The objects are identical except for their temperatures. | closed choice | grade3 | natural science | physics | Heat and thermal energy | How is temperature related to thermal energy? | All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | The two mugs of cocoa have the same mass but different temperatures. Since the 155°F mug of cocoa is hotter than the 115°F mug of cocoa, it has more thermal energy. |
Not supported with pagination yet | Assume all other forces on Ken are balanced. Which statement describes the forces on Ken? | [
"The forces are unbalanced, so there is a net force on Ken.",
"The forces are balanced, so there is no net force on Ken."
] | 11
| Ken is standing on a diving board at the pool. Earth's gravity is pulling down on Ken with a force of 400N. The diving board is pushing up on Ken with a force of 400N. | closed choice | grade6 | natural science | physics | Velocity, acceleration, and forces | Balanced and unbalanced forces | A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | To determine if there is a net force on Ken, look at the forces:
Earth's gravity is pulling Ken down with a force of 400 N.
The diving board is pushing Ken up with a force of 400 N.
The forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Ken. |
Not supported with pagination yet | Which figure of speech is used in this text?
Would you please be careful with my new laptop? That thing cost a million dollars! | [
"euphemism",
"hyperbole"
] | 11
| closed choice | grade9 | language science | figurative-language | Literary devices | Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected. | The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
A million dollars is an exaggeration, since it is unlikely that a laptop would actually cost a million dollars. |
|
As Rusty pulls on the toy, what is the direction of the opposing force? | [
"away from Coco",
"toward Coco"
] | 11
| The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.
Two dogs, Rusty and Coco, play with a toy. Think about two of the forces that act on the toy:
Coco pulls toward herself.
Rusty pulls away from Coco. | closed choice | grade3 | natural science | physics | Force and motion | How do balanced and unbalanced forces affect motion? | A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces. | Find the direction Rusty pulls on the toy.
Two dogs, Rusty and Coco, play with a toy. Think about two of the forces that act on the toy:
Coco pulls toward herself.
Rusty pulls away from Coco.
The text tells you that Rusty pulls away from Coco. The opposite direction is toward Coco. So, the direction of the opposing force is toward Coco. |
|
What is the capital of Hawaii? | [
"Portland",
"Bismarck",
"Honolulu",
"Juneau"
] | 22
| closed choice | grade4 | social science | geography | State capitals | Identify the 50 state capitals | Honolulu is the capital of Hawaii. |
|||
What is the capital of Washington? | [
"Santa Fe",
"Lansing",
"Olympia",
"Seattle"
] | 22
| closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Olympia is the capital of Washington. |
|||
Not supported with pagination yet | How long is a long-distance running race? | [
"18 yards",
"18 inches",
"18 miles"
] | 22
| Select the best estimate. | closed choice | grade5 | natural science | units-and-measurement | Units and measurement | Choose customary units of distance | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using customary units, length may be written with units of inches, feet, yards, or miles.
There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
A football is about 1 foot long. A football field is 100 yards long. | The best estimate for the length of a long-distance running race is 18 miles.
18 inches and 18 yards are both too short. |
Not supported with pagination yet | The students start rolling their backpacks at the same speed. Which backpack is pulled with a larger force? | [
"a backpack carrying 9 pounds",
"a backpack carrying 6 pounds"
] | 00
| Two students get ready to leave school. The students have the same rolling backpacks. Each student has different books in her backpack. | closed choice | grade2 | natural science | physics | Force and motion | How do mass and force affect motion? | A force is a push or a pull.
A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
Forces can be different sizes.
Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Look for the backpack that is heavier.
A backpack carrying 9 pounds is heavier than a backpack carrying 6 pounds. So, the backpack carrying 9 pounds needs to be pulled with a larger force to start rolling at the same speed as the other backpack. |
What is the probability that an American curl cat produced by this cross will be homozygous dominant for the ear type gene? | [
"0/4",
"2/4",
"4/4",
"3/4",
"1/4"
] | 22
| In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele for curled ears (E) is dominant over the allele for straight ears (e).
This Punnett square shows a cross between two American curl cats. | closed choice | grade8 | natural science | biology | Genes to traits | Use Punnett squares to calculate probabilities of offspring types | Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype.
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
| F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4 | ||
What is the capital of Oklahoma? | [
"Boise",
"Oklahoma City",
"Little Rock",
"Birmingham"
] | 11
| closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Southeast | Oklahoma City is the capital of Oklahoma. |
|||
Identify the question that Jaden and Ron's experiment can best answer. | [
"Do ping pong balls travel farther when launched from a 30° angle compared to a 45° angle?",
"Do ping pong balls stop rolling along the ground sooner after being launched from a 30° angle or a 45° angle?"
] | 00
| The passage below describes an experiment. Read the passage and then follow the instructions below.
Jaden placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Jaden launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Ron measured the distance between the catapult and the place where the ball hit the ground. Jaden and Ron repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.
Figure: a catapult for launching ping pong balls. | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? | ||
Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"Abby was surprised when the article said that at least one-third of American adults get less than seven hours of sleep each night.",
"Abby was surprised when it said that at least one-third of American adults get less than seven hours of sleep each night."
] | 11
| closed choice | grade10 | language science | writing-strategies | Pronouns | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the article.
Abby was surprised when the article said that at least one-third of American adults get less than seven hours of sleep each night. |
|
Not supported with pagination yet | Would you find the word radio on a dictionary page with the following guide words?
rescue - road | [
"yes",
"no"
] | 11
| yes or no | grade5 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since radio is not between the guide words rescue - road, it would not be found on that page. |
|
Not supported with pagination yet | Is the following trait inherited or acquired?
Most humans can hear many different sounds. | [
"inherited",
"acquired"
] | 00
| closed choice | grade5 | natural science | biology | Traits and heredity | Identify inherited and acquired traits | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Babies do not need to learn how to hear sounds. They are able to hear naturally. So, the ability to hear is an inherited trait. |
|
Not supported with pagination yet | What is the temperature of a pot of boiling water? | [
"100°F",
"100°C"
] | 11
| Select the better estimate. | closed choice | grade7 | natural science | units-and-measurement | Units and measurement | Estimate temperatures | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
212°F | Water boils | 100°C
98.6°F | Body temperature | 37°C
68°F | Room temperature | 20°C
32°F | Water freezes | 0°C
| The better estimate for the temperature of a pot of boiling water is 100°C.
100°F is too cold. |
Not supported with pagination yet | Which logical fallacy is used in the text?
Last year, the city of Hillsdale allocated more money to public parks. This year, however, littering increased, so the increase in park funding must have been responsible. | [
"false causation: the assumption that because two things happened together, one caused the other",
"false dichotomy: an argument that presents only two choices when more options exist"
] | 00
| closed choice | grade8 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that increased park funding was responsible for an increase in littering. However, even though littering increased after funding to parks was increased, that doesn't necessarily mean that the funding was responsible. This illustrates a type of logical fallacy known as false causation. |
|
Complete the statement.
Hydrogen is (). | [
"an elementary substance",
"a compound"
] | 00
| The model below represents a molecule of hydrogen. Hydrogen gas was once used to make large airships, such as blimps, float. It is no longer used in airships because it catches fire easily. | closed choice | grade5 | natural science | chemistry | Atoms and molecules | Classify elementary substances and compounds using models | All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.
Scientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. | Count the number of chemical elements represented in the model. Then, decide if hydrogen is an elementary substance or a compound.
In this model, both balls are labeled with H. So, the model shows you that hydrogen is made of one chemical element.
Substances made of only one chemical element are elementary substances. So, hydrogen is an elementary substance. |
|
What is the name of the colony shown? | [
"New Jersey",
"South Carolina",
"West Virginia",
"Rhode Island"
] | 11
| closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is South Carolina. |
|||
What is the capital of Kansas? | [
"Des Moines",
"Wichita",
"Topeka",
"Lincoln"
] | 22
| closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Midwest | Topeka is the capital of Kansas. |
|||
Not supported with pagination yet | Why might a person have a limb amputated? | [
"After an accident, the limb is too badly injured to heal.",
"The limb has healed from a serious disease."
] | 00
| If a person's body is damaged, the body can often heal itself. But sometimes, disease or injury can cause damage that is too severe to heal. When a limb is too severely damaged to heal, it may need to be amputated, or removed.
For example, a doctor can treat an infected limb with medicine. But if the infection does not go away, it can spread to the rest of the person's body. To stop the infection from spreading, the infected limb may need to be amputated.
In other cases, when a limb is badly injured, the skin, bones, muscles, and nerves may be severely damaged. If the damaged tissue cannot heal, it may die. The severely damaged or dead tissue then needs to be amputated. | closed choice | grade8 | natural science | literacy-in-science | Anatomy and physiology | Science literacy: how does the nervous system produce phantom pain? | ||
Which continent is highlighted? | [
"North America",
"Africa",
"Asia",
"South America"
] | 11
| closed choice | grade5 | social science | geography | Oceans and continents | Identify oceans and continents | A continent is one of the major land masses on the earth. Most people say there are seven continents. | This continent is Africa. |
||
Identify the question that Linda and Bob's experiment can best answer. | [
"Does Linda's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?",
"Does Linda's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"
] | 11
| The passage below describes an experiment. Read the passage and then follow the instructions below.
Linda applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Bob timed each ride. Linda and Bob calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill. | closed choice | grade6 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? | ||
What is the capital of Nevada? | [
"Sacramento",
"Las Vegas",
"Carson City",
"Jefferson City"
] | 22
| closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Carson City is the capital of Nevada. |
|||
Not supported with pagination yet | Which figure of speech is used in this text?
He had hoped to find his missing watch, but he couldn't find the time. | [
"allusion",
"pun"
] | 11
| closed choice | grade10 | language science | figurative-language | Literary devices | Classify figures of speech: review | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses a pun, a word or phrase that humorously suggests more than one meaning.
He couldn't find the time means he didn't have enough time to go looking. It also suggests that he didn't manage to find his watch. |
|
What is the name of the colony shown? | [
"Maine",
"Maryland",
"New Hampshire",
"North Carolina"
] | 11
| closed choice | grade7 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Maryland. |
|||
What is the capital of New Mexico? | [
"Albuquerque",
"Santa Fe",
"Honolulu",
"Boston"
] | 11
| closed choice | grade3 | social science | geography | State capitals | Identify the 50 state capitals | Santa Fe is the capital of New Mexico. |
|||
Not supported with pagination yet | Which figure of speech is used in this text?
Tara swore she would never go back to Hampton, but I told her she should never say never. The city might be a very different place in ten years. | [
"paradox",
"oxymoron"
] | 00
| closed choice | grade11 | language science | figurative-language | Literary devices | Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected. | The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Never say never at first appears to be contradictory: by saying the phrase itself, you have already said never. However, it contains some truth: people often change their minds as they age and so should not rule anything out by saying never. |
|
Which continent is highlighted? | [
"Europe",
"Asia",
"South America",
"Australia"
] | 22
| closed choice | grade8 | social science | geography | Physical Geography | Oceans and continents | A continent is one of the major land masses on the earth. Most people say there are seven continents. | This continent is South America. |
||
Will these magnets attract or repel each other? | [
"repel",
"attract"
] | 00
| Two magnets are placed as shown. | closed choice | grade4 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
| To predict if these magnets will attract or repel, look at which poles are closest to each other.
The north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. |
|
Not supported with pagination yet | What is the temperature of the air on a cold, snowy day? | [
"22°F",
"22°C"
] | 00
| Select the better estimate. | closed choice | grade7 | natural science | units-and-measurement | Units and measurement | Estimate temperatures | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
212°F | Water boils | 100°C
98.6°F | Body temperature | 37°C
68°F | Room temperature | 20°C
32°F | Water freezes | 0°C
| The better estimate for the temperature of the air on a cold, snowy day is 22°F.
22°C is too hot. |
Which animal's limbs are also adapted for climbing trees? | [
"three-toed sloth",
"sea turtle"
] | 00
| Chimpanzees live in the forests of Central Africa. Their limbs are adapted for climbing trees.
Figure: chimpanzee. | closed choice | grade4 | natural science | biology | Adaptations | Animal adaptations: feet and limbs | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
Arms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. | Look at the picture of the chimpanzee.
The chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.
Now look at each animal. Figure out which animal has a similar adaptation.
The three-toed sloth has long limbs with fingers and toes. Its limbs are adapted for climbing trees.
The sea turtle has flippers. Its limbs are not adapted for climbing trees. The sea turtle uses its flippers to swim underwater. |
|
Which type of relationship is formed when a rat tapeworm attaches itself to a rat's intestine? | [
"parasitic",
"mutualistic",
"commensal"
] | 00
| Read the passage. Then answer the question.
A rat tapeworm is a type of flatworm that can live inside a rat's body. When a rat eats an insect that has a tapeworm inside it, the insect is digested, but the tapeworm remains alive.
The tapeworm is moved into the rat's intestines and uses suckers to attach itself to the intestine wall. Inside the rat's intestine, the tapeworm absorbs nutrients from food that the rat has eaten. If the rat has many tapeworms in its intestines, it will become weak from lack of nutrients.
Figure: a tapeworm attached to the wall of an intestine. | closed choice | grade7 | natural science | biology | Ecological interactions | Classify symbiotic relationships | When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed) | When a rat tapeworm attaches itself to a rat's intestine, the tapeworm gets nutrients that it needs to grow and survive. So, the tapeworm benefits from its relationship with the rat.
The rat loses nutrients from its food to the tapeworm. So, the rat is harmed by its relationship with the tapeworm.
Since the tapeworm benefits and the rat is harmed, a parasitic relationship is formed when a rat tapeworm attaches itself to the intestine of a rat. |
|
Not supported with pagination yet | Which object has more thermal energy? | [
"a 7-kilogram block of iron at a temperature of 135°C",
"a 7-kilogram block of iron at a temperature of 110°C"
] | 00
| The objects are identical except for their temperatures. | closed choice | grade3 | natural science | physics | Heat and thermal energy | How is temperature related to thermal energy? | All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | The two blocks of iron have the same mass but different temperatures. Since the 135°C block is hotter than the 110°C block, it has more thermal energy. |
What is the capital of California? | [
"San Francisco",
"Sacramento",
"Jefferson City",
"Lansing"
] | 11
| closed choice | grade3 | social science | geography | State capitals | Identify the 50 state capitals | Sacramento is the capital of California. |
|||
Which property do these three objects have in common? | [
"salty",
"scratchy",
"sticky"
] | 22
| Select the best answer. | closed choice | grade4 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. | Look at each object.
For each object, decide if it has that property.
Potato chips have a salty taste. The honey and the chocolate milkshake are not salty.
A sticky object can attach or stick to other things. All three objects are sticky.
A scratchy object is rough and itchy against your skin. None of the objects are scratchy.
The property that all three objects have in common is sticky. |
|
Based on the arrows, which of the following living things is a decomposer? | [
"kelp",
"bat star"
] | 11
| Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.
A food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web. | closed choice | grade3 | natural science | biology | Ecosystems | Interpret food webs | A food web is a model.
Models can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.
A living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.
A living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web. | Decomposers help break down dead living things into simpler matter, such as nutrients. These nutrients can then help plants and other living things grow. In a food web, there is an arrow pointing from another living thing to a decomposer. There are no arrows pointing from a decomposer to another living thing.
The kelp has an arrow pointing from it. So, the kelp is not a decomposer.
The bat star does not have arrows pointing from it to other living things. So, the bat star is a decomposer. |
|
Is marble a mineral or a rock? | [
"rock",
"mineral"
] | 00
| Marble has the following properties:
naturally occurring
no fixed crystal structure
solid
dissolves in acid
not made by organisms
made mostly of calcite | closed choice | grade8 | natural science | earth-science | Rocks and minerals | Identify rocks and minerals | Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | The properties of marble match the properties of a rock. So, marble is a rock. |
|
Complete the statement.
Ethane is (). | [
"an elementary substance",
"a compound"
] | 11
| The model below represents a molecule of ethane. Ethane is used to make plastic bags. | closed choice | grade5 | natural science | chemistry | Atoms and molecules | Classify elementary substances and compounds using models | All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.
Scientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. | Count the number of chemical elements represented in the model. Then, decide if ethane is an elementary substance or a compound.
In this model, each ball is labeled with C for carbon or H for hydrogen. So, the model shows you that ethane is made of two chemical elements bonded together.
Substances made of two or more chemical elements bonded together are compounds. So, ethane is a compound. |
|
Not supported with pagination yet | What information supports the conclusion that Keith acquired this trait? | [
"Keith likes to look at butterflies and beetles.",
"Keith learned to identify insects by reading many books about insects."
] | 11
| Read the description of a trait.
Keith is good at identifying insects. | closed choice | grade4 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Not supported with pagination yet | Select the action that doesn't belong. | [
"chop",
"blend",
"stir",
"mix"
] | 00
| closed choice | grade3 | language science | vocabulary | Categories | Select the words that don't belong | Chop doesn't belong.
Blend, mix, and stir all describe ways to combine things. |
||
What is the capital of Rhode Island? | [
"Fayetteville",
"Huntington",
"Providence",
"Newport"
] | 22
| closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Northeast | Providence is the capital of Rhode Island. |
|||
Which is this organism's scientific name? | [
"Gavia immer",
"common loon"
] | 00
| This organism is a common loon. It is also called Gavia immer. | closed choice | grade5 | natural science | biology | Scientific names | Identify common and scientific names | An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. | Gavia immer is written in italics. The first word is capitalized, and the second word is not.
So, Gavia immer is the scientific name. |
|
Which of these states is farthest west? | [
"Missouri",
"Florida",
"Montana",
"Oregon"
] | 33
| closed choice | grade4 | social science | geography | Maps | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Oregon is farthest west. |
||
Not supported with pagination yet | Using only these supplies, which question can Mona investigate with an experiment? | [
"Do the deer eat fewer leaves from bean plants sprayed with garlic spray than from unsprayed bean plants?",
"Do the deer eat fewer leaves from bean plants sprayed with coffee spray than from unsprayed bean plants?",
"Do the deer eat more leaves from tomato plants or from squash plants?"
] | 00
| Mona has a garden that is sometimes visited by deer. She notices that the deer eat some plants in her garden more than others. She wonders what factors affect which plants the deer eat. So, she decides to design an experiment. She has the following supplies available:
a garlic spray used to keep garden pests away
four tomato plants
four bean plants | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Not supported with pagination yet | Why might a person have a limb amputated? | [
"The limb has healed from a serious disease.",
"The limb cannot recover from an infection."
] | 11
| If a person's body is damaged, the body can often heal itself. But sometimes, disease or injury can cause damage that is too severe to heal. When a limb is too severely damaged to heal, it may need to be amputated, or removed.
For example, a doctor can treat an infected limb with medicine. But if the infection does not go away, it can spread to the rest of the person's body. To stop the infection from spreading, the infected limb may need to be amputated.
In other cases, when a limb is badly injured, the skin, bones, muscles, and nerves may be severely damaged. If the damaged tissue cannot heal, it may die. The severely damaged or dead tissue then needs to be amputated. | closed choice | grade8 | natural science | literacy-in-science | Anatomy and physiology | Science literacy: how does the nervous system produce phantom pain? | ||
Not supported with pagination yet | Would you find the word pink on a dictionary page with the following guide words?
parrot - property | [
"yes",
"no"
] | 00
| yes or no | grade8 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since pink is between the guide words parrot - property, it would be found on that page. |
|
Not supported with pagination yet | Which text uses the word terribly in its traditional sense? | [
"Ronald shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.",
"Ronald shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent."
] | 00
| closed choice | grade12 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses terribly in its traditional sense: in a terrible manner.
Ronald shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.
The second text uses terribly in its nontraditional sense: extremely; very.
Ronald shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.
Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard. |
|
Which property do these three objects have in common? | [
"slippery",
"transparent",
"yellow"
] | 22
| Select the best answer. | closed choice | grade4 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. | Look at each object.
For each object, decide if it has that property.
Yellow is a color.
This color is yellow. All three objects are yellow.
A slippery object is hard to hold onto or stand on. The rubber toys and the gold nugget are not slippery.
You can see clearly through a transparent object. None of the objects are transparent.
The property that all three objects have in common is yellow. |
|
Which statement describes the Cape Breton Highlands National Park ecosystem? | [
"It has soil that is rich in nutrients.",
"It has many evergreen trees."
] | 11
| Figure: Cape Breton Highlands National Park.
Cape Breton Highlands National Park is a taiga ecosystem in eastern Canada. It is mostly covered with taiga forests that are home to moose, bears, bald eagles, and other organisms. | closed choice | grade5 | natural science | biology | Ecosystems | Describe ecosystems | An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there | A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statements describe the Cape Breton Highlands National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. It has many evergreen trees. The following statement does not describe Cape Breton Highlands National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is rich in nutrients. |
|
Not supported with pagination yet | What information supports the conclusion that Katy inherited this trait? | [
"Katy's father has brown eyes. He passed this trait down to Katy.",
"Katy's hair is the same color as her brown eyes."
] | 00
| Read the description of a trait.
Katy has brown eyes. | closed choice | grade4 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Not supported with pagination yet | Would you find the word nor on a dictionary page with the following guide words?
nap - neither | [
"no",
"yes"
] | 00
| yes or no | grade2 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Put the words in alphabetical order.
Since nor is not between the guide words nap - neither, it would not be found on that page. |
|
Which of these organisms contains matter that was once part of the lichen? | [
"mushroom",
"short-tailed weasel",
"brown lemming",
"rough-legged hawk",
"bilberry"
] | 00
| Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem. | closed choice | grade7 | natural science | biology | Ecological interactions | Interpret food webs II | A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. | Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.
The bilberry does not have any arrows pointing to it. So, in this food web, matter does not move from the lichen to the bilberry.There are two paths matter can take from the lichen to the mushroom: lichen->barren-ground caribou->mushroom. lichen->barren-ground caribou->grizzly bear->mushroom. brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the brown lemming.. short-tailed weasel. The only arrow pointing to the short-tailed weasel starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the short-tailed weasel.. rough-legged hawk. The only arrow pointing to the rough-legged hawk starts from the parasitic jaeger. The only arrow pointing to the parasitic jaeger starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the rough-legged hawk.. |
|
Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 11
| Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart. | closed choice | grade2 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
| Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. |
|
Not supported with pagination yet | Complete the sentence so that it uses personification.
The washing machine () when Doug ran an oversized load of laundry. | [
"complained",
"broke"
] | 00
| closed choice | grade10 | language science | writing-strategies | Creative techniques | Use personification | Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
The trees danced in the wind.
The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Complete the sentence with the word complained. It describes the washing machine as if it were a grumpy, overworked person. |
|
What is the name of the colony shown? | [
"New Hampshire",
"Vermont",
"New York",
"Delaware"
] | 22
| closed choice | grade7 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. |
|||
Not supported with pagination yet | Suppose Bryant decides to take a trip to Connecticut. Which result would be a cost? | [
"Bryant will spend more money. Plane tickets for Bryant to get to Connecticut are more expensive than tickets to Iowa.",
"Bryant will enjoy his trip to Connecticut more than he would have enjoyed a trip to Iowa."
] | 00
| Bryant is deciding whether to take a trip to Connecticut or Iowa. He wants to enjoy his trip. But he is also trying to save money. | closed choice | grade4 | social science | economics | Basic economic principles | Costs and benefits | Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | This result is a cost. It involves giving up or spending something that Bryant wants or needs:
Bryant will spend more money. Plane tickets for Bryant to get to Connecticut are more expensive than tickets to Iowa. |
Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"When Becky parked her scooter next to Mr. McDowell's car, she noticed that the scooter had a flat tire.",
"When Becky parked her scooter next to Mr. McDowell's car, she noticed that it had a flat tire."
] | 11
| closed choice | grade10 | language science | writing-strategies | Pronouns | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The second answer choice contains a vague pronoun reference. The pronoun it could refer to her scooter or Mr. McDowell's car.
The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the scooter.
When Becky parked her scooter next to Mr. McDowell's car, she noticed that the scooter had a flat tire. |
|
Which bird's beak is also adapted to catch insects? | [
"barn swallow",
"hanging parrot"
] | 00
| Common nighthawks eat insects and other small invertebrates. The shape of the 's beak is adapted to catch insects.
Figure: common nighthawk. | closed choice | grade3 | natural science | biology | Adaptations | Animal adaptations: beaks, mouths, and necks | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. | Look at the picture of the common nighthawk.
A short, thin beak is light and easy to move. The common nighthawk uses its beak to grab fast-moving insects while flying.
Now look at each bird. Figure out which bird has a similar adaptation.
The barn swallow has a short, thin beak. Its beak is adapted to catch insects.
The hanging parrot has a small hooked beak. Its beak is not adapted to catch insects. The hanging parrot uses its beak to eat fruit and seeds. |
|
Not supported with pagination yet | When was Benjamin Franklin born? | [
"1856",
"1656",
"1776",
"1706"
] | 33
| closed choice | grade2 | social science | us-history | Historical figures | Benjamin Franklin | Benjamin Franklin helped write the Declaration of Independence in 1776. So, he must have been born before then. The choice 1656 is too early. He would've been over 100 years old in 1776! So, the correct choice is 1706. |
||
Not supported with pagination yet | Select the one animal that has all of the crustacean traits listed above. | [
"Earthworms live in soil and have no limbs. Their bodies are soft, cylindrical, and made up of many segments.",
"Blue crabs are omnivores. Omnivores are animals that are adapted to eat both plants and animals. Blue crabs have an exoskeleton and two pairs of antennae."
] | 11
| Crustaceans are a group of animals with similar traits. The following traits can be used to identify crustaceans:
They have two pairs of antennae.
They have an exoskeleton. Observe the animals and read the descriptions. | closed choice | grade5 | natural science | biology | Classification | Use evidence to classify animals | Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | To decide if an animal is part of a group, look at the traits of the group.
Crustaceans have the following traits:
They have two pairs of antennae.
They have an exoskeleton.
Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
An earthworm has the following traits:
It has a soft, cylindrical body.
It has no limbs.
It is made up of segments.
An earthworm does not have all of the traits of a crustacean. An earthworm is a segmented worm.
A blue crab has the following traits:
It has two pairs of antennae.
It has an exoskeleton.
A blue crab has the traits of a crustacean. A blue crab is a crustacean. |
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"neither; the samples have the same temperature",
"sample A",
"sample B"
] | 11
| The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | grade6 | natural science | physics | Particle motion and energy | Identify how particle motion affects temperature and pressure | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. |
|
What is the capital of Connecticut? | [
"Columbia",
"Bridgeport",
"New Haven",
"Hartford"
] | 33
| closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Northeast | Hartford is the capital of Connecticut. |
|||
What is the capital of Ohio? | [
"Wilmington",
"Reno",
"Cleveland",
"Columbus"
] | 33
| closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Midwest | Columbus is the capital of Ohio. |
|||
Not supported with pagination yet | What information supports the conclusion that Trevor acquired this trait? | [
"Some scars fade more quickly than others.",
"Trevor's scar was caused by an accident. He cut his arm when he fell off his bicycle."
] | 11
| Read the description of a trait.
Trevor has a scar on his right arm. | closed choice | grade4 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Is dolerite a mineral or a rock? | [
"mineral",
"rock"
] | 11
| Dolerite has the following properties:
found in nature
not made by organisms
coarse-grained texture
solid
no fixed crystal structure
not a pure substance | closed choice | grade8 | natural science | earth-science | Rocks and minerals | Identify rocks and minerals | Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | The properties of dolerite match the properties of a rock. So, dolerite is a rock. |
|
What evidence of a wildfire does this picture show? | [
"The grass is brown and dry.",
"Some of the grass on the ground is burning."
] | 11
| This picture was taken during a wildfire. A wildfire happens when a natural area catches fire and burns. | closed choice | grade2 | natural science | earth-science | Earth events | Find evidence of changes to Earth's surface | Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
| ||
Not supported with pagination yet | According to the Seventh Amendment, who has the final say in deciding who wins a court case? | [
"the president",
"the judge",
"the defendant",
"the jury"
] | 33
| closed choice | grade4 | social science | civics | Government | The Bill of Rights | According to the Seventh Amendment, the jury has the final say in deciding who wins a court case. The judge is usually not allowed to change a jury's decision. A jury is a group of regular citizens who listen to a trial. Then they decide together which side is right. In the United States, juries are supposed to come from the area where the crime or disagreement took place. Most trial juries have between 6 and 12 people, called jurors. If you are an American citizen, you may be asked to be on a jury someday! Part of the text of the Seventh Amendment is below. What kind of trials does the amendment talk about? In suits at common law. . .the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any court of the United States, than according to the rules of the common law. |
||
Not supported with pagination yet | Suppose Mia decides to go as a superhero. Which result would be a cost? | [
"Mia will give up the chance to wear the costume she is more excited about.",
"Mia will save some time and money. She won't have to go out and get a new costume."
] | 00
| Mia is deciding whether to go as a vampire or a superhero to a costume party. She would rather go as a vampire. But she already has a superhero costume. | closed choice | grade4 | social science | economics | Basic economic principles | Costs and benefits | Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | This result is a cost. It involves giving up or spending something that Mia wants or needs:
Mia will give up the chance to wear the costume she is more excited about. |
Not supported with pagination yet | Which is a complex sentence? | [
"Mr. Livingston's afternoon lecture was about art and culture in Germany before World War II.",
"Although she left her house early, Cara barely made it to the train station in time."
] | 11
| closed choice | grade5 | language science | grammar | Sentences, fragments, and run-ons | Is the sentence simple, compound, or complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction although.
Although she left her house early, Cara barely made it to the train station in time. |
|
Not supported with pagination yet | Which closing is correct for a letter? | [
"Love,\nZoe",
"love,\nZoe"
] | 00
| closed choice | grade4 | language science | punctuation | Formatting | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The first closing is correct:
Its first word is capitalized, and it ends with a comma. |
|
Not supported with pagination yet | Which text uses the word disinterested in its traditional sense? | [
"As a teacher of American history, Mr. McDowell tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.",
"As an experienced teacher of American history, Mr. McDowell believes that playing history-based trivia games will revive even the most disinterested of students."
] | 00
| closed choice | grade9 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses disinterested in its traditional sense: unbiased or impartial.
As a teacher of American history, Mr. McDowell tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.
The second text uses disinterested in its nontraditional sense: uninterested or indifferent.
As an experienced teacher of American history, Mr. McDowell believes that playing history-based trivia games will revive even the most disinterested of students.
Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard. |
|
Not supported with pagination yet | Which sentence states a fact? | [
"It is bad for a country to have a king or queen.",
"Felipe VI is the king of Spain."
] | 11
| closed choice | grade3 | social science | civics | Social studies skills | Identify facts and opinions | A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
The flag of the United States has 13 stripes.
This is a fact. It can be proved by looking at the flag and counting the number of stripes.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
The flag of the United States is easy to draw.
This is an opinion. People may have different opinions about what makes a flag "easy" to draw. | The first sentence states a fact.
Felipe VI is the king of Spain.
It can be proved by looking in a book about the government of Spain.
The second sentence states an opinion.
It is bad for a country to have a king or queen.
Bad shows what a person believes, thinks, or feels. Another person might have a different opinion about whether something is good or bad. |
|
What can Austen and Naomi trade to each get what they want? | [
"Naomi can trade her broccoli for Austen's oranges.",
"Austen can trade his tomatoes for Naomi's broccoli.",
"Austen can trade his tomatoes for Naomi's sandwich.",
"Naomi can trade her almonds for Austen's tomatoes."
] | 11
| Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Austen and Naomi open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Austen wanted broccoli in his lunch and Naomi was hoping for tomatoes. Look at the images of their lunches. Then answer the question below. | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Austen wanted broccoli in his lunch and Naomi was hoping for tomatoes. Look at the labeled part of the images.
Austen has tomatoes. Naomi has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. |
||
Not supported with pagination yet | What is the source of the allusion in the sentence below?
A modern-day Icarus, Miranda launched into the first stretch of the marathon at a breakneck pace. | [
"Shakespeare",
"Greek mythology"
] | 11
| closed choice | grade12 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
The protean nature of the disease makes it difficult to diagnose.
The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | The source of the allusion Icarus is Greek mythology.
In Greek mythology, Icarus's father Daedalus built wings for his son but warned him not to fly too high. Too excited to heed his father's advice, Icarus flew so close to the sun that his wings melted and he fell from the sky.
The allusion Icarus means an overconfident person who ignores his or her limitations. |
|
Will these magnets attract or repel each other? | [
"repel",
"attract"
] | 11
| Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart. | closed choice | grade2 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
| Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. |
|
Not supported with pagination yet | What information supports the conclusion that Michelle inherited this trait? | [
"Michelle's parents were born with wavy hair. They passed down this trait to Michelle.",
"Michelle and her mother both have short hair."
] | 00
| Read the description of a trait.
Michelle has wavy hair. | closed choice | grade5 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Not supported with pagination yet | Which figure of speech is used in this text?
Deb insisted that her dog wasn't fat; she said that he was merely well-fed. | [
"paradox",
"euphemism"
] | 11
| closed choice | grade9 | language science | figurative-language | Literary devices | Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected. | The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
Well-fed is an indirect way of saying overweight. |
|
Based on the arrows, which of the following organisms is a consumer? | [
"mushroom",
"lichen"
] | 00
| Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem. | closed choice | grade4 | natural science | biology | Ecosystems | Interpret food webs | A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. | Consumers eat other organisms. So, there are arrows in a food web that point from other organisms to consumers.
The mushroom has arrows pointing to it from the barren-ground caribou and the grizzly bear. So, the mushroom is a consumer.
The lichen does not have any arrows pointing to it. So, the lichen is a producer, not a consumer. |
|
Which solution has a higher concentration of pink particles? | [
"neither; their concentrations are the same",
"Solution B",
"Solution A"
] | 11
| The diagram below is a model of two solutions. Each pink ball represents one particle of solute. | closed choice | grade8 | natural science | chemistry | Solutions | Compare concentrations of solutions | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles. |
|
Not supported with pagination yet | Which is a complete sentence? | [
"In the story, a giant hid a bag of gold and jewels.",
"Our car was stuck in traffic, we were late."
] | 00
| closed choice | grade3 | language science | writing-strategies | Sentences, fragments, and run-ons | Is it a complete sentence, a fragment, or a run-on? | A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
My friends walk along the path.
A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
Knows the answer.
This is a sentence fragment. It is missing a subject.
Who knows the answer? She knows the answer.
The bright red car.
This is a sentence fragment. It is missing a verb.
What did the bright red car do? The bright red car stopped.
A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
I knocked on the door it opened.
It started raining, we ran inside.
To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
I knocked on the door. It opened.
It started raining. We ran inside.
You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
I knocked on the door, and it opened.
It started raining, so we ran inside. | In the story, a giant hid a bag of gold and jewels is a complete sentence. The subject is a giant, and the verb is hid. |
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